As an accomplished teacher, emerging educational historian and rigorous scholar, PhD graduate Derek LeFebre demonstrates exemplary passion and commitment to his work.
A Colorado native raised in Aurora, Colorado, LeFebre taught history, science and Spanish in Greeley for over 10 years before starting his doctoral studies. He chose to complete his PhD in Educational Foundations, Policy and Practice at the CU Boulder School of Education to work with renowned Professor Rub茅n Donato, as LeFebre was familiar with Donato鈥檚 educational history research into the experiences of Mexican Americans in Colorado. Instead of Colorado, his research, however, focuses on northern New Mexico, where he and his family have deep roots.
LeFebre鈥檚 dissertation examines how Hispano education evolved in relation to the Hispano land rights struggle from 1846 to 1919 in Northern New Mexico after the U.S. occupied New Mexico in 1846. His dissertation argues that Hispanos (individuals with multigenerational roots in southern Colorado and northern New Mexico) established schools to defend their land and autonomy, and his research 鈥渦nderscores how Hispano schools strengthened and fueled the land rights struggle during the late nineteenth and early twentieth centuries.鈥�
To complete his research, LeFebre poured over primary source documents from the late nineteenth and early twentieth centuries, including Spanish-language sources by Hispano educators and community members. In doing so, he also found and told stories of educators who became leaders in the struggle for Hispano land rights.
鈥淒erek illustrates early examples of social justice educators in the late 19th century, including principles of social justice unionism, wherein education was oriented toward social change, linguistic preservation, and critiques of power and domination,鈥� said Donato, his award nominator and dissertation advisor.
LeFebre鈥檚 outstanding dissertation and commitment to telling these untold histories of a community not well-represented in history is why the Donato nominated LeFebre for the 2024 Outstanding Dissertation Award.
鈥淗e is one of the hardest-working students I have advised through my 35-year career in higher education. As a committed and rigorous scholar, Derek has demonstrated to be a remarkable student, instructor, researcher and community member with true critical consciousness of racial inequities within the educational system.鈥�
LeFebre is excited to share his research with relatives and community members who, like his family, have deep roots in northern New Mexico and southern Colorado.
After graduation, LeFebre will begin preparing for the 2024 Western History Association Conference in Kansas City, where he will present on a panel, 鈥淧edagogies of Liberation.鈥� Not only does this graduation represent a significant milestone for LeFebre, it also marks Donato鈥檚 retirement after multiple decades. The legacy of scholarship documenting the many powerful contributions of Hispano educators and activists is in good hands as Donato passes the torch, and leaders like LeFebre take up this impactful and overdue scholarship.
Please tell us a bit about yourself
I was born in Denver and raised in Aurora, Colorado. All my K-12 schooling experiences occurred in Colorado public schools. I graduated from high school in 1999 and became the first-generation in my family to attend and graduate from a university in 2004. I earned a bachelor's degree in Spanish and master's degree in history from the University of Northern Colorado. I chose CU Boulder because I wanted to study the history of education in northern New Mexico with Dr. Rub茅n Donato.鈥�
What is one of the most significant lessons from your time at CU Boulder that you鈥檒l carry with you into the next chapter of your life?
I learned a lot about generosity during my time at CU Boulder. There were so many generous people who assisted and supported me on the PhD journey. For example, Bill and Connie Barclay funded my dissertation research with a Miramontes Doctoral Scholars fellowship. During the COVID-19 pandemic, there were many generous archivists and librarians who digitized archival sources and opened archival repositories for me. My advisor, Dr. Rub茅n Donato, was especially generous with his time. He spent hours reading and discussing my dissertation drafts. Finally, there was family. My primos Marc and Ida in Albuquerque hosted me during several research trips, discussed my project, and helped me translate old archival records. My wife, Elizabeth, and my children, Elias and Sylvain, were especially generous as they allowed me the time and space to complete this work. I am inspired by these acts of generosity. In the next chapter of my life, I am excited to be similarly generous to others.鈥�
What does graduating from CU Boulder represent for you or your family/community?
My family is very proud that I will graduate from CU Boulder. They are proud that I will earn a PhD in Education. Many of my relatives and community members are also excited to read my research about the history of education in New Mexico. I have already shared it with several individuals who, like me and my family, have deep roots in northern New Mexico and southern Colorado.鈥�
What is your best piece of advice for incoming students?
Start writing. Dedicate an hour of time to writing in the early morning. Write at your local coffee shop. Be the first one to order a drink. Get to know the baristas. They should expect to see you every day. Keep a journal. Write a term paper. Compose a letter to your grandmother. It does not matter what you write. It matters that writing becomes a normal part of your daily routine. You will thank yourself for establishing this habit. Writing your dissertation will not be easy, but with a writing routine in place, it will come more naturally. You might even enjoy it. So...start writing.鈥�
What are your next steps after graduation?
After graduation, I will begin preparing for the 2024 Western History Association Conference in Kansas City. I am one of four historians who will present on panel called, 鈥楶edagogies of Liberation.鈥欌€�
Yazmine Lynette Pati帽o is passionate about supporting first-generation college students as one herself.
鈥淚鈥檓 the first in my family to receive a bachelor's and now a master's degree, both of which I could not have accomplished without the unwavering support of my family鈥� she said. 鈥淕raduating from CU Boulder represents sacrifice, growth, and possibilities for myself and for my family.鈥�
Pati帽o grew up in the San Francisco Bay Area, but she was drawn to CU Boulder's scenic location and the School of Education鈥檚 reputation for her master鈥檚 studies.
She has been selected as the 2024 Outstanding Master鈥檚 Graduate for Educational Foundations, Policy and Practice for her academic performance and her 鈥渄iligence, thoughtfulness, and excellence in research鈥� that she demonstrated in her classes as well as during her final capstone project. Pati帽o鈥檚 capstone project involved a thorough interviews exploring the experiences of staff members in pre-collegiate programs designed for first-generation and underrepresented students in higher education and it applied theories of community cultural wealth 鈥� centering students assets from their families, culture and experiences 鈥� and "acompa帽amiento鈥� 鈥� the idea of learning alongside of students.
Pati帽o鈥檚 graduation is only the beginning. She hopes to continue working for the Colorado Department of Education or support first-generation students on college campuses.
Please tell us a bit about yourself
I'm originally from the San Francisco Bay Area in California, and I moved to Colorado almost two years ago to attend CU Boulder. After graduating with my bachelor's, I knew I wanted to return to school for my master's but wasn't sure what I wanted to study or where. I've always had a love for education and learning and loved the idea of being a part of others' educational journeys. With that in mind, I chose to pursue a master's degree in education. Both the beautiful location and the great things I had heard about the School of Education at CU Boulder drew me to apply for the master's in educational foundations, policy and practice.
What is one of the most significant lessons from your time at CU Boulder that you鈥檒l carry with you into the next chapter of your life?
You, especially as a student, will never have enough hours in the day to read everything there is to read on a particular subject. And that's okay. It takes many, many years to become an expert, so as long as you continue to learn and read about the subjects that interest you, you will be okay.
What does graduating from CU Boulder represent for you or your family/community?
Graduating from CU Boulder represents sacrifice, growth, and possibilities for myself and for my family. I'm the first in my family to receive a bachelor's and now a master's degree, both of which I could not have accomplished without the unwavering support of my family, especially when I decided to move away from home to attend CU Boulder. Every educational milestone has also represented the possibilities that are out there for my younger siblings, who now have an older sister to help them through whatever educational pathway they choose to follow.
What is your best piece of advice for incoming students?
I would advise incoming students to make time in their schedule to meet with their professors and advisors at least once every semester. They have such a wealth of knowledge not only about the subjects they teach, but about academia in general that is worth tapping into.
What are your next steps after graduation?
After graduation, I hope to either continue working for the Colorado Department of Education or work on a college campus supporting first-generation students.
Alex Boeding has been a thoughtful and engaged student in all of his School of Education master鈥檚 classes while navigating a busy life as a full-time teacher during the COVID-19 pandemic.
Alex consistently demonstrates a strong commitment to the School of Education鈥檚 vision for justice and democracy and works to achieve that mission through his careful questions and contributions in class as well as his daily practices as a teacher鈥�."
His academic work was consistently strong and immediately connected to his desire to improve his teaching and find ways to better support his students.
Boeding engaged in meaningful projects including analyzing his school鈥檚 employee handbook from a feminist and queer intersectional lens, a beautiful paper on the invisibility of Chicanx queer identities in Latinx educational spaces, and his capstone paper exploring LGBTQ teacher identity.
In his capstone, he interviewed LGBTQ teachers and represented their words as found poems to explore how LGBTQ teachers understand and navigate coming out at work.
Boeding鈥檚 work in Educational Foundations Policy and Practice program builds on existing literature and extends it in ways that matter to classroom teachers, and these contributions are what led to his distinction as the 2022 Outstanding Educational Foundations, Policy & Practice Master鈥檚 Graduate.
鈥淎lex consistently demonstrates a strong commitment to the School of Education鈥檚 vision for justice and democracy and works to achieve that mission through his careful questions and contributions in class as well as his daily practices as a teacher,鈥� his nominators state. 鈥淐ongratulations, Alex!鈥�
Please tell us a bit about yourself
I live in Denver with my fianc茅, and I currently work as a middle school teacher. I chose CU Boulder because it had one of the strongest education policy programs, and it was still close to home!鈥�
What is one of the lessons from your time at CU Boulder that you鈥檒l carry with you into the next chapter?
One of my professors early on told us that 'learning should do something to you' and that is something I have held close to me, and will continue to hold close as I move to my next chapter.鈥�
What does graduating from CU Boulder represent for you and/or your community?
My family is proud of my accomplishments.鈥�
The need to sustain the Comanche language and culture has always been at the heart of Justin Boos鈥� 20-plus-year career working with and for Native American tribal members.
Forever focused on education equity, Boos has been a director for Comanche Nation Workforce program, an Education Specialist for the Comanche Nation Office of Higher Education, a middle school teacher, and a leader of Upward Bound programs at Fort Lewis College, Cameron University and CU Boulder. A national program, Upward Bound at CU Boulder serves Native and Indigenous students from over a dozen tribal communities across the United States.
My experiences within the CU Boulder EFPP program helped make me aware of how the standard American public-school curriculum has maintained race, class, and gender divisions within society through the use of the hidden curriculum. As a result, I have used the knowledge gained from the program to help establish a tribally controlled charter school in southwestern Oklahoma that will attempt to decolonize Native American education by promoting Comanche culture and language."
In 2006, Boos was the Assistant Director for CU Boulder鈥檚 Upward Bound program when his then-supervisor and mentor encouraged him to apply to the nationally ranked Educational Foundations, Policy and Practice (EFPP) master鈥檚 degree program in the CU Boulder School of Education to allow him to more effectively serve Upward Bound and Native students.
鈥淢y experiences within the CU Boulder EFPP program helped make me aware of how the standard American public-school curriculum has maintained race, class, and gender divisions within society through the use of the hidden curriculum,鈥� Boos said.
鈥淎s a result, I have used the knowledge gained from the program to help establish a tribally controlled charter school in southwestern Oklahoma that will attempt to decolonize Native American education by promoting Comanche culture and language.鈥�
Today, Boos is a co-founder of the Comanche Academy, a culturally responsive tribal charter school in his home-state of Oklahoma. He currently serves on the board of the academy and the Comanche Nation Prevention and Recovery Indigenous P.O.W.E.R. Program, and campaigned for the position of Tribal Administrator during the Comanche Nation General Election in the fall of 2020.
Boos brought all of these experiences and more to his education coursework to the benefit of his peers and the program. He drew from his collaborative work with Comanche Academy to become a leader in class discussions and activities, and he regularly shared how decolonizing theories of education helped him be a stronger advocate for tribal education for the Comanche community and beyond.
鈥淛ustin has been a standout contributor in our program,鈥� said Kevin Welner, Terri Wilson, and the EFPP faculty members who selected Boos for the 2021 Outstanding Graduate Award in Educational Foundations, Policy and Practice. 鈥淗e enriched our collective learning by sharing valuable insights from his ongoing community engagement work in his home state of Oklahoma.鈥�
His professors also commended Boos for incorporating this work and framing into his innovative capstone project, which explored how the Comanche Academy school might be equally accountable to Comanche tribal leaders and traditional educational entities.
Now, nearly 15 years since he first enrolled in the Educational Foundations, Policy and Practice program, Boos鈥� advice for incoming students and education leaders is not to wait to enroll in graduate studies, because of ever increasing family responsibilities. And yet, he is proud of his newly minted master鈥檚 degree and its promise for his people, principally his nine-year-old daughter, Kinzee Nokona Boos.
鈥淚t took me 15 years to complete my degree, primarily because of the care I had to provide for both my elder mother and pre-adolescent daughter, but it is my hope that earning a master鈥檚 degree from CU Boulder will motivate my 9-year-old daughter to pursue higher educational opportunities after high school,鈥� Boos said.
鈥淎lso, I plan on utilizing my master鈥檚 degree to continue to help the Comanche nation progress, both socially and economically.鈥�